Monthly Archives: July 2013

sessions at the American Political Science Association

I am helping to organize three sessions at this year’s APSA Conference that are relevant to civic renewal and civic education. The theme of the whole conference is “Power and Persuasion,” and the APSA president is the excellent Jane Mansbridge. Improving the relationship between persuasion and power is an essential goal of civic renewal. In that context …

1. Theme Panel: “Power and Persuasion from Below: Civic Renewal, Youth Engagement, and the Case for Civic Studies”
Aug 30, 2013, 4:15 PM-6:00 PM
Chair: Peter Levine, Tufts University. Participants: Paul Dragos Aligica, George Mason University; Carmen Sirianni, Brandeis University; Karol E. Soltan, University of Maryland; Filippo A. Sabetti McGill University; and Meira Levinson, Harvard University

“Civic renewal” refers to an international set of movements and practices that enhance citizens’ agency and may therefore strengthen persuasion over raw power. In the US, it includes public deliberation, broad-based community organizing, and collaborative governance, among other efforts. Its values have also been reflected in aspects of the Occupy Movement and the Arab Spring, to name just two recent global movements. Youth are at the forefront of some of these efforts and must always be incorporated in them. “Civic Studies” is an emerging scholarly field inspired by Elinor and Vincent Ostrom and the Bloomington School, by social science as phronesis, by the new constitutionalism, by theories of public work and democratic professionalism, by research on deliberative democracy, and by related academic movements that take civic agency seriously. Civic education should draw on Civic Studies and support civic renewal.

2. APSA Committee on Civic Education and Engagement Roundtable: The Measurement and Assessment of Civic Learning in K -12 and College Education
Saturday, Aug 31, 2013, 8:00 AM-9:45 AM
13:00-14:30 on 29, 30 and 31 August 2013, Chicago
Chaired by Peter Levine. Participants: Elizabeth Bennion, Indiana University, South Bend; David Campbell, Notre Dame; Meira Levinson, Harvard University.

We will be thinking about what should be measured, how to measure it, and new opportunities afforded by tools like games and badges. One topic will be the ideas in the APSA’s edited volume, Teaching Civic Engagement: From Student to Active Citizen. But we will broaden the discussion beyond the question of how to measure students’ learning in college-level political science classes.

3. APSA Working Group on Young People’s Politics
August 29, 30 and 31, 2013, 1:00-2:30 PM
Convenors: Peter Levine, Tufts University; James Sloam, Royal Holloway, University of London

The political participation of young people in industrialized democracies has changed significantly over the past few decades. Although youth turnout in elections may be declining (or, as in the United States, has flatlined at a relatively low level), there is overwhelming evidence to show that young people are not apathetic. Indeed, it is young people who are diversifying political engagement: from consumer politics, to community campaigns, to international action groups; from the ballot box, to the street, to the Internet. Since the onset of the global financial crisis, we have witnessed a proliferation of youth protest: against authoritarianism (the Arab Spring), corporate greed and economic inequality (Occupy), youth unemployment (the ‘outraged young’ in Spain), and political corruption (the rise of populist parties like the Five-Star Movement in Italy). The international dimension of young people’s politics has also become increasingly apparent through the diffusion ideas and mobilisation from Cairo, to Madrid, to New York, to Istanbul to Rio. The APSA working group on young people’s politics will explore research on the nature of youth participation from a comparative perspective. To contextualise youth participation, it will also examine how public policy defines young people’s lives in our democracies e.g. through participation (or non-participation) in the labour market or opportunities (or lack of opportunities) for social mobility. Finally, the working group will focus on efforts to strengthen the civic and political engagement of young people (e.g. through civic education or political science education).

The working group sessions will provide an interactive forum for participants to discuss their own research with colleagues working in the same area, to reflect on panels visited by participants at the Annual Meeting (in the first meeting, we will agree on panels to recommend to participants), and discuss the potential for future research collaboration (e.g. conferences, funding, edited volumes) and the establishment of an APSA organised section on young people’s politics.

considering the Zimmerman trial from a Civic Studies perspective

I don’t want to seem overly intellectual about the Zimmerman trial, because I am angry about it, but I can report a relevant discussion in today’s Summer Institute of Civic Studies seminar. We have been reading thousands of pages about democratic theory, community organizing, social movements, Gandhi, etc. One question that arose this morning is whether we ought to be discouraged. All this talk about bottom-up strategies for social change, and yet the available strategies seem rather unpromising in the aftermath of the trial.

One response is that the Trayvon Martin case actually became national news only because of the skillful and organized efforts of civil rights groups. Thus it is not the case that a news event occurred and we are unable to do much about it. People first made the killing into a news event. Then again, there may be something fundamentally disempowering about “news” defined as that which is new and transitory. In some ways, the important thing about the Martin case is that it is not news.

We had read John Dewey in The Public and its Problems:

“News” signifies something which has just happened, and which is new just because it deviates from the old and regular. But its meaning depends upon relation to what it imports, to what its social consequences are. This import cannot be determined unless the new is placed in relation to the old, to what has happened and been integrated into the course of events. Without coordination and consecutiveness, events are not events, but mere occurrences, intrusions; an event implies that out of which a happening proceeds. Hence even if we discount the influence of private interests in procuring suppression, secrecy, and misrepresentation, we have an explanation of the triviality and “sensational” quality of so much of what passes as news. The catastrophic, namely, crime, accident, family rows, personal clashes and conflicts, are the most obvious forms of breaches of continuity; they supply the element of shock which is the strictest meaning of sensation; they are the new par excellence, even though only the date of the newspaper could inform us whether they happened last year or this, so completely isolated are they from their connections.

To be sure, many writers are busy placing the Martin case in broad historical perspective. Searching for Emmett Till and Trayvon Martin yields 233,000 web results, although the most prominent bear headlines like “Liberals shamelessly liken Trayvon Martin to Emmett Till.” These search results show that the broad context is being contested and debated. The question is whether that focus can be sustained in any useful way given the definition of “news” as what’s new. In other words, what happens after the Zimmerman trial moves down and then off news websites?

Another issue that are readings have addressed is the question of “root causes.” I would subscribe to the theory that racism was at the root of the Martin case. But it is a different question whether an effective citizen should generally confront causes understood to be “roots.” The word “radical” means a concern with roots; and traditionally, radicals have been the ones who advocate dealing with the root causes of problems: the control of property in Marxism, race in critical race studies. But Roberto Mangabeira Unger argues that presuming an immutable connection between one underlying cause and its consequences limits human imagination and strategic options. This limitation was most clearly displayed in the record of the communist states, which abolished the one cause they saw as a “root,” private property, but hardly innovated at all when it came to politics. They borrowed their committees, secretaries and general secretaries, police forces and jails, newspapers, and even industrial corporations from the old regime. The results were predictably bad.

Unger would advocate brainstorming all the possible changes we could make in the light of the Zimmerman verdict and then acting where we have the best chance of success.  Confronting racism is one option, but not necessarily the most promising one. Abolishing “stand your ground laws” is another. But that’s just the beginning of the brainstorm. What about: investigatory grand juries whenever anyone is killed, truth and reconciliation commissions, restorative justice, enhanced rights to civil lawsuits in response to stand-your-ground killings, no guns for anyone, armed groups of black teenagers patrolling neighborhoods to deter crime, no jury trials, juries that are twice as large …?

Hope is a scarce but renewable resource, essential in times like the present. Unger would advise that limiting our responses to root causes is an obstacle to hope.

Finally, we discussed the question of nonviolence (having just read about Gandhi). My own view is that the line between violence and non-violence is not the essential question. The essential question is how to act effectively while setting strict limits on one’s means of action, because otherwise we tend to escalate until the results are tragic. The rule, “I will not cause physical harm to you even if you harm me” is not a moral imperative all on its own. (Physically harming someone lightly is not as cruel as financially ruining them.) But nonviolence creates a relatively bright line that prevents unplanned escalation, which is almost always disastrous.

dispatches from the civic renewal movement

We are deep in the Institute of Civic Studies, talking about challenging theorists like Bent Flyvbjerg, Jürgen Habermas, and John Dewey. My notes on those thinkers are at the links. Meanwhile, friends in the actual civic renewal movement are sending their news. For instance:

  • Alison Fine presents a perceptive analysis of the “The Social Network Behind Wendy Davis,” showing how online activism and “on land” activism came together.
  • Students from the Boston Student Advisory Council (BSAC) testified at the White House on how they got “student input” included in “official teacher evaluations” in Boston. That required their engagement and it will engage thousands of other students.
  • The National Institute for Civic Discourse “has been leading a team of deliberative democracy groups from around the country to promote President Barack Obama’s National Dialogue on Mental Health.” See this map for where dialogues are occurring; and you can organize your own.
  • In “Civic Learning through Action: The Case of Generation Citizen,” we (CIRCLE staff) describe the theory of change of Generation Citizen. GC works with middle and high schools in diverse communities by offering a curriculum, coaching, and support for “action civics.” GC has also received a large grant from the Knight Foundation to expand, and we will be evaluating.

Egypt and the model of the French Revolution

Hegel remarks somewhere that all great world-historic facts and personages appear, so to speak, twice. He forgot to add: the first time as tragedy, the second time as farce. … Men make their own history, but they do not make it as they please; they do not make it under self-selected circumstances, but under circumstances existing already, given and transmitted from the past. The tradition of all dead generations weighs like a nightmare on the brains of the living. And just as they seem to be occupied with revolutionizing themselves and things, creating something that did not exist before, precisely in such epochs of revolutionary crisis they anxiously conjure up the spirits of the past to their service, borrowing from them names, battle slogans, and costumes in order to present this new scene in world history in time-honored disguise and borrowed language.

Karl Marx, The Eighteenth Brumaire of Louis Bonaparte.

We cannot know whether the Egyptian revolution will prove a tragedy, a satisfying epic, or a farce, but the similarities to the French model are already notable:

  1. Scattered tumultuous days of action begin with some kind of popular upheaval or violence and change the course of the revolution. Les grandes journées of the French Revolution included July 14, 1789 (the storming of the Bastille), August 10, 1792 (the monarchy overthrown), and 18 Brumaire, 1799 (Napoleon’s coup), among many others. In the Egyptian revolution, Jan. 25, 2011 (the Day of Anger), Feb. 11, 2011 (the Friday of Departure–Mubarak’s resignation), and July 3, 2013 (the coup against Morsi) play similar roles.
  2. A mobilized urban populace in the huge capital city can bring down the government, but the urbanites may be at odds with the much more numerous rural population.
  3. The constitution is problematic–both in content and origin–but it offers the “rule of law.”
  4. The revolution is international. (Compare the Brabant Revolution of 1789 and Syria in 2012-13). The reaction is also international. (Today, Bashar al Assad plays the role of Holy Roman Emperor Leopold II; Benjamin Netanyahu is William Pitt the Younger.)
  5. The ancien regime still has its supporters, who are perceived as threats to the revolution.
  6. Military leaders express support for the revolutionary constitution but are capable of taking over at will.
  7. Outside the government and official parliament, strongly ideological groups (Jacobins and Montagnards, Muslim Brothers and Salafis) debate and organize collective action.

To be sure, there are differences. For example, the most radical French revolutionaries were anti-clerical deists, but one form of radicalism in Egypt is ultra-religious and clerical. Another difference: the reactionaries outside Egypt are not massing on its borders.

Professor Joseph Mossad says the term “Arab Spring” is “part of a US strategy of controlling [the movement’s] aims and goals” in favor American-style liberal democracy. The phrase alludes to the “Prague Spring” liberal revolutions across Europe in 1848 (which prompted Marx’s article cited above). I don’t know if Mossad is right, but certainly analogizing current and past events has political significance. At the same time, Marx was right that the “tradition of all dead generations weighs like a nightmare on the brains of the living,” and revolutionaries “anxiously conjure up the spirits of the past to their service.” So analogies are inevitable. The question is whether the Egyptians will borrow from Paris, 1789, Saint Petersburg, 1917,  Cairo, 1952, Tehran, 1979, or some other model.

I would recommend Prague, 1989. The Velvet Revolution (imitated by the various “color” revolutions of 2009) was not only nonviolent, but the revolutionaries were intentionally self-limiting. (See Timothy Garten Ash’s analysis.) But clearly, a whole substantive view of politics is built into that view.

the Oregon Citizens Initiative Review

(This is the sixth in a series of blog posts by CIRCLE, which evaluated several initiatives funded by the Democracy Fund to inform and engage voters during the 2012 election. These posts discuss issues of general interest that emerged from specific evaluations. It is also on the Democracy Fund’s website.)

CIRCLE evaluated seven initiatives funded by the Democracy Fund during the 2012 election. These interventions were not comparable; they had diverse purposes and operated in various contexts and scales. We certainly do not have a favorite among them. But we do recommend that policymakers pay attention to one of the projects because it can be adopted by law—with positive effects.

In 2011, the Oregon legislature instituted a process called the Citizens’ Initiative Review (CIR). This reform unifies two apparently contrasting forms of democracy, the popular initiative and the deliberative forum.

Presentation of Key findings from Measure 85, 2012 CIR, Healthy Democracy Fund
Presentation of Key findings from Measure 85, 2012 CIR, Healthy Democracy Fund

With a referendum, the public can circumvent entrenched interests and hold politicians accountable. A referendum honors the democratic principle of one person/one vote.

Oregon was one of the first states to institute referenda, initiatives, and recall elections. Perhaps the most famous advocate of these populist reforms was William Simon U’Ren, known nationally as “Referendum U’Ren,” who formed the Oregon Direct Legislation League in 1897. As a result of early initiatives, Oregon was the first state to elect its US Senators directly (1908), the first to hold a presidential primary election (1910), and one of the first to allow women to vote (1912).

These were achievements. But a referendum does not require people to learn, think, or discuss. As the number of referenda rises, the odds fall that voters will be thoughtful and well-informed about each ballot measure. Deliberation is a form of democracy that encourages people to be well-informed and thoughtful. Juries and New England town meetings are deliberative bodies that have deep roots in the United States, but governments can also create innovative deliberative forums today. For instance, several cities have asked AmericaSPEAKS to convene large numbers of representative citizens to discuss an issue—such as the city plan of New Orleans or the budget of Washington, DC—and give official input on the final decisions.

Referenda can easily reach large scale and offer every citizen an equal vote, but they may not reflect thoughtful opinion and may in fact present information in a format that is too complex or filled with jargon to be easily understood even by well-informed voters. They can even be manipulated by the authors of ballot measures or by groups that spend money on campaigns. Deliberation addresses those two problems, but deliberations tend to be small and would cost a great deal (in both money and participants’ time) to make widespread.

The Citizens Initiative Review process combines the best of both ideas. The text of an initiative is given to a randomly selected, representative body of 24 citizens who study it, hear testimony on both sides of the issue, and collaboratively write an explanatory statement. They spend five days on this work. Their explanation does not endorse or reject the initiative but gives deliberated and informed arguments for and against it. A copy is mailed to all households in Oregon as part of the state’s Voters Pamphlet.

CIR: How it Works, Healthy Democracy Fund
CIR: How it Works, Healthy Democracy Fund

Penn State Professor John Gastil found that nearly half of Oregon voters were aware of the CIR’s explanations in fall 2012. He also conducted a randomized experiment, surveying a sample of Oregonians who were given the explanations and a control group who were not. His experiment showed that the text produced by the CIR influenced people’s views of the ballot measure and increased their understanding of it. If many people knew about the explanation, and the explanation changed people’s opinions in an experiment, then the CIR probably changed many people’s opinions across the state.

CIRCLE conducted an analysis of media coverage of the CIR process in December of 2012.  With the bulk of coverage appearing in Oregon-based media outlets, it generally focused on the CIR process—describing it and communicating its validity and trustworthiness. Healthy Democracy, the organization that managed the CIR, created strong and consistent messages that guided this public conversation, which at times expanded into advocacy for the CIR or appeals to strengthen democracy through such processes. The media also used the CIR as a way to talk about deliberative dialogue in a concrete form. For the non-Oregon media especially, it offered a way to think about the possibilities for such processes in other locales. Advocating  deliberative processes and igniting the public imagination about new forms of engagement were clearly strong narrative threads in the public discourse caused by CIR media coverage.

CIRCLE is also in the final stages of interviewing political leaders from other states who have observed the CIR in Oregon or are engaged in other educational activities about the CIR. We are asking them what would influence their decision to adopt the reform. We will report our results here.

The previous entries in the series can be accessed below:

1 – Educating Voters in a Time of Political Polarization

2 – Supporting a Beleaguered New Industry

3 – How to Reach a Large Scale with High-Quality Messages

4 – Tell it Straight?  The Advantages and Dangers of Parody

5 – Educating the Public When People Don’t Trust Each Other